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Student evaluations of faculty: A new procedure for using aggregate measures of performance
ARTICLE

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Economics of Education Review Volume 14, Number 4 ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

This paper investigates the influences of numerous teacher, student, and course characteristics on three aggregate measures of faculty performance using Student Instructional Response (SIR) data from faculty evaluations in the Department of Economics at the University of North Florida. The ordered probit regressions point to differences in the relative importance of faculty characteristics depending on whether the students are evaluating the quality of instruction, the quality of lectures, or the value of the course. The paper also recommends a procedure for comparing SIR scores across faculty members that corrects for those factors beyond the instructor's control, in order to evaluate individual faculty members' teaching more correctly. ["JEL" A20]

Citation

Mason, P.M., Steagall, J.W. & Fabritius, M.M. Student evaluations of faculty: A new procedure for using aggregate measures of performance. Economics of Education Review, 14(4), 403-416. Elsevier Ltd. Retrieved November 30, 2020 from .

This record was imported from Economics of Education Review on February 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/0272-7757(95)00016-D